Index

Citation

Peters, K., Smith, R.R. and Thomas, H. (2018), "Index", Rethinking the Business Models of Business Schools, Emerald Publishing Limited, Leeds, pp. 181-188. https://doi.org/10.1108/978-1-78754-874-920181012

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited

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INDEX

AACSB

, 13, 66

Aalto University

, 158

Accreditation

, 49, 66, 69

Acquisition of SEK University by IE University (2004)

, 159–160

Acquisitions

, 151–152

Action and reflection

, 142, 175

Agent management

, 47

AGSM (Australia) 1999 and 2005

, 157–158

Alliance Manchester Business School

, 156–157

Alliances

, 151–152

Alumni relations

, 62–63

Anglo-American model

, 93

Apollo Education Group

, 160

Arden University

, 161

Arthur D Little Management Initiative in Boston (2003)

, 154–155, 160

Articulation

, 57

Ashridge (UK) 2015

, 154

Association histories

, 10

Association of Asia-Pacific Business Schools (AAPBS)

, 10

B2C industries

, 134–135

Babson College in Massachusetts

, 126

Behavioural complexity

, 139

Behavioural norms

, 25

BEM Bordeaux and Euromed become Kedge (2012)

, 154

“Bologna Accord”

, 58, 152

Business educators

, 167

Business model

approaches

, 34–36

central roles

, 31

considerations

, 31–34

types

, 32–34

Business School Industry, current state of

, 9

association histories

, 10

business model approaches

, 34–36

business model considerations

, 31–34

business school histories

, 10

critical overviews and major studies

, 14

“blind spots” and critical issues

, 27

differences between business schools in regions of world

, 20–23

GLRI

, 28

issues and criticisms

, 26–27

LBS

, 25

social constructionist model of business school evolution

, 15–19

strategic leadership processes

, 24

critical overviews prior to advent of rankings

, 11–14

journal articles and management education

, 29

value chain as mapping approach

, 29–30

Business school revenue orientation

, 91

cost per contact hour

, 98

income side of teaching by programme type

, 99–103

programme revenue by teaching hour

, 101

RDV

, 103–108

research vs. teaching

, 95–96

rigour vs. relevance

, 95–96

sources of funding

, 94

sources of revenue

, 91–94

teaching and revenue academics

, 96–99

teaching composite profile

, 109

teaching quality vs. revenue delivered

, 108–110

value-based strategic orientation

, 94–95

Business schools

, 26, 52, 82, 151, 167, 168

context and background

, 152–153

histories

, 10

managing and strategising portfolio

, 117–118

mergers

, 153–156

business schools and universities with

, 156–159

mergers, acquisitions and alliances

, 151–152

model

, 172

purchased by private equity or corporate

, 160–162

purchasing University

, 159–160

and universities with business school mergers

, 156–159

value chain

, 29, 30

Business-oriented marketplace

, 167

Business-to-business sales process

, 81

Carnegie report (1959)

, 12

Catchment zones

, 119

CEIBS

, 33, 127, 155

Ceram and ESC Lille become Skema (2009)

, 154

Class Preperatoire

, 59

“Clearing” process

, 42

Cognitive and behavioural dichotomies

, 142, 175

“Common currency” factor of value creation

, 103–104, 108

Contextual mastery

, 138–139

Continental business schools

, 58–59

Conversations

, 81, 82

Cornell University

, 158

Credit transfer

, 57

Crowdsourcing model

, 35

Custom executive education

, 80

certifying participants and follow up

, 89

finding clients

, 80–84

house and feed participants

, 84

providing space and technology

, 85–86

teaching participants

, 84–85

See also Executive education value chain

“Customer-oriented” perspective

, 92

Customised learning and development

, 80

Customised organisational development

, 80

Degree awarding powers (DAP)

, 55

Demographic dynamics

, 135–136

Diplom-Kaufmann

, 152–153

Direct grants

, 92

Disintermediation business model

, 34

Disruptive technology

, 134–135

Doctorandus

, 152–153

Dominant logics

, 27

Double degree programmes. See Joint degree programmes

Driving innovation or changing business model

, 174–177

Dual degree programmes. See Joint degree programmes

Educated workforce

, 92

EFMD/HERC research conference

, 28

Elite business schools

, 127, 173

European elite schools

, 128

global

, 127

M7

, 127

managing alliance relationships

, 130

revenue sources for elite institution

, 129

scenarios

, 117

stylised revenue model

, 129

Embanet

, 53

EMBAs

, 152–153

Entrepreneurship

, 158

EQUIS accreditation

, 66

European elite schools

, 128

Executive education value chain

, 74–75

certifying participants

, 79

finding participants

, 75–77

follow up

, 79–80

house and feed participants

, 77

Postgraduate Post-experience Education

, 75

providing space and technology

, 78

teaching participants

, 77–78

See also MBA value chain

Executive MBA (EMBA) value chain

, 70, 171

finding students

, 71–72

graduate and place students

, 73–74

house and feed students

, 72

Postgraduate Post-experience Education

, 70

providing space and technology

, 73

teaching students

, 72–73

See also MBA value chain

Facilitators

, 143

Faculty

classifications

, 49

composition

, 52

Focused innovation model

, 33

Ford and Carnegie Foundation Studies (1959)

, 11, 178

Formal and informal learning

, 144, 176

Foundation Studies

, 11, 12, 13

Fractionalisation business model

, 35

Freemium business model

, 34

Funding

sources of

, 94

universities

, 118

Fundraising

, 94

Future Learn

, 54

Futures Studies

, 13

Global economy

, 167

Global Leadership Responsibility Initiative (GLRI)

, 28

Global University Systems (GUS)

, 152, 161

Globalisation

, 135, 167

GLRI 50 +  20 project

, 33

GMASS

, 67, 72

“Golden age of business schools”

, 12

Google Adwords

, 67

Graduate Management Admissions Council (GMAC)

, 58

HAAS/Berkley Dynamic Capabilities Model

, 32

Helsinki University of Technology

, 158

Henley Management College and Reading University 2008 (UK)

, 156

Higher Education and Student Affairs (HESA)

, 50

Higher education system

, 152

Horizontal development

, 141

Hult (US) 2015

, 154

Humboldt university model

, 93

Income side of teaching by programme type

, 99–103

Independent living

, 60

Individual and organisation

, 141–142, 175

Institute of Innovation Research (IoIR)

, 157

Institute of Management Development (IMD)

, 153–154

Institutional resources

, 51

Institutpour l’Etude des Methodes de Direction de l’Entreprise (IMEDE)

, 153–154

Instructional practitioners

, 50

Intellectual and emotional experiences

, 143, 176

International Management Institute (IMI)

, 153–154

International Master’s Program in Practising Management model (IMPM model)

, 32

Joint degree programmes

, 56

Journal articles

, 29

Judgement

, 139–140

Keypath

, 54

Knowledge economy

, 136–137

Leadership development in VUCA World

, 140–141

Learning management system (LMS)

, 53

Les Roches and Glion hospitality and business schools

, 161

London Business School (LBS)

, 25, 128

Long-tail model

, 35–36

Lorange (Switzerland) 2016

, 155

Lorange Institute in Zurich. See CEIBS

Magnificent Seven (M7)

, 127

Management

, 138

“Management consulting” project-based model

, 35

Management development

, 65, 142

custom executive education

, 80–86

executive education value chain

, 74–80

executive MBA value chain

, 70–74

MBA value chain

, 65–70

OD activities

, 86–89

Management education

, 29, 173

action and reflection

, 142

cognitive and behavioural

, 142

dilemmas for

, 141

formal and informal learning

, 144

individual and organisation

, 141–142

intellectual and emotional experiences

, 143

teaching and facilitation

, 143

theory and practice

, 143

Manchester Business School (UK) 2004

, 156–157

“Map makers in earthquake zone”

, 167

Marketing

, 43

Massive Open Online Course (MOOCs)

, 56

Master of Science in Management Studies (MSMS)

, 168

MBA value chain

, 65

finding students

, 66–68

graduate and place students

, 69–70

house and feed students

, 68–69

Postgraduate Post-experience Education

, 66

teaching students

, 69

MBAs

, 152–153, 170, 171

3D MBA

, 32

ranking

, 66

Melbourne Business School (Australia) 2009

, 157

Mergers

, 151–152

Ministry of Foreign Trade and Economic Co-operation (MOFTEC)

, 155

“Muscle memory”

, 142

Network model

, 33–34

New England Association Schools and Colleges (NEASC)

, 160

New social contract

, 137–138

NIMBAS (2006)

, 155

Observatory on Borderless Higher Education (OBHE)

, 43

Online and social media marketing

, 152

Online learning

, 53

Open University blended learning model

, 33

Operating budgets

, 124, 125

Organisation development activities (OD activities)

, 86

certifying participants and follow up

, 89

finding clients

, 87–88

house and feed client participants

, 88

teaching client participants

, 88–89

Pace University in New York City

, 126

Paradoxes

, 139

Part-time evening MBA

, 71

Partner-based learning

, 168

Pattern recognizer

, 140

Per diem model

, 88

Portfolio choices

, 115

elite business schools

, 127–130

managing and strategising business school portfolio

, 117–118

private institutions

, 123–127

publicly funded institutions

, 118–123

Post-secondary school recruitment

, 43

Postgraduate Pre-experience Master’s Education

, 57

alumni relations

, 62–63

finding students

, 57–59

graduate and place students

, 61–62

house and feed students

, 60

Pre-Experience Master’s Value Chain

, 57

providing space and technology

, 61

teaching students

, 60–61

See also Undergraduate management education

Practice academics

, 50

Practice-based model

, 33

Pre-Experience Master’s Value Chain

, 57

“Pressure points” of competition

, 168

Private business schools

, 123, 124

Private equity or corporate, business schools purchased by

, 160–162

Private institutions

, 123, 173–174

example revenue sources

, 125–127

operating budgets

, 124, 125

private business schools

, 123, 124

scenarios

, 117

Product to service model

, 35

Publicly funded institutions

, 118

catchment zones

, 119

example revenue sources

, 121

funding universities

, 118

management education

, 121

MOOC

, 122

state institutions

, 119–120

UCLA

, 123

Publicly funded scenarios

, 117

Publicly funded schools

, 118, 119, 173

“Publish or perish” reward system

, 96

Pure-play organisation development interventions

, 86

Quality Assurance Agency

, 55

R&D labs

, 178

Rankings

, 66

Razor/blade model

, 34–35

Recruitment process

, 47

Reims and Rouen become NEOMA (2013)

, 154

Relevance, rigour vs.

, 95–96

Research, teaching vs.

, 95–96

Revenue academics

, 96–99

Revenue delivered view (RDV)

, 103, 108–110, 172–173

business schools

, 105

“common currency” factor of value creation

, 103–104

by faculty

, 107

by program type

, 106

rankings

, 104

teaching

, 103, 108

Revenue implications and strategic groups

, 171

business school model

, 172

driving innovation or changing business model

, 174–177

publicly funded schools

, 173

Rigour, relevance vs.

, 95–96

Rotman design thinking model

, 32

Scholarly academics

, 50

Scholarly practitioners

, 50

Self-efficacy

, 140

Social construct of conversation

, 80

Stanford, Yale and the Jain/Stopford Programme for global curriculum

, 33

Starkey’s knowledge model

, 33

State funding

, 91–92

State institutions

, 119–120

Strategic groups, revenue implications and

, 171–177

Study abroad. See Articulation

Stylised revenue model

, 129

Subscription business model

, 35

Super-agents

, 47

Teaching

academics

, 96–99

and facilitation

, 143, 175–176

composite profile

, 109

quality

, 108–110

research vs.

, 95–96

Theory and practice

, 143, 175

3 + 0 programmes

, 56

3D MBA

, 32

Thunderbird and Arizona State University (US) 2014

, 156

TIAS (2006)

, 155

Traditional faculty model

, 50

Twinning programmes

, 56

UK higher education providers (HEPs)

, 50

UK-based RDI. See Arden University

Undergraduate management education

, 41, 43

agent usage for selected countries

, 46

average agent commission rates for selected destination markets

, 45

finding students

, 41–43

graduate and place students

, 55–57

house and feed students

, 48–49

marketing

, 43

percentage of students recruited through agents

, 44

providing space and technology

, 52–55

reported use of agents by first-year international students

, 47

teaching students

, 49–52

undergraduate education value chain

, 42

use of agents

, 43–48

See also Postgraduate Pre-experience Master’s Education

Unicon

, 94

Universities and Colleges Admissions Service (UCAS)

, 41

University College London (UCL)

, 48

University of California at Los Angeles (UCLA)

, 123

University of Manchester Institute of Science and Technology (UK) 2004

, 156

University of Melbourne (Australia) 2009

, 157

University of Reading (UK) 2008

, 156

University Partnership Programmes (UPP)

, 48

Value chains

, 169–171

of business school

, 151

as mapping approach

, 29–30

Value proposition

, 115, 169–171

competing business school priorities

, 116

for consumer retail business

, 115

Value-based strategic orientation

, 94–95

Vertical development

, 141

Victoria University of Manchester (UK) 2004

, 156

VUCA World

, 133, 174

basic questions

, 144–146

dilemmas for management education

, 141–144

leadership development in

, 140–141

needed skills and capabilities in

, 138

behavioural complexity

, 139

contextual mastery

, 138–139

judgement

, 139–140

self-efficacy

, 140

societal trends

, 134

demographic dynamics

, 135–136

disruptive technology

, 134–135

globalisation

, 135

knowledge economy

, 136–137

new social contract

, 137–138

“White label” provision

, 53, 54

“Willingness-to-pay”

, 93, 95, 118, 172